Jessica Claire
  • , , 609 Johnson Ave., 49204, Tulsa, OK 100 Montgomery St. 10th Floor
  • H: (555) 432-1000
  • C:
  • Date of Birth:
  • India:
  • :
  • single:

Results and relationship-focused school administrator with strength in instructional programming, literacy and math practices, methodological approaches, monitoring and assessing student achievement, designing and facilitating targeted teacher and leadership development, leading school communities, school improvement, instructional technology, organizational leadership, and developing highly proficient teams. Proactive leader with strengths in communication and collaboration. Described by supervisor as “an enthusiastic, dynamic leader who has a sense of humor, a community builder, and a great communicator - transparent, honest, clear, friendly, and instructional leader with a clear vision for academic success...built a Professional Learning Community in which staff engages in continuous learning...validates and recognizes the multiple nationalities, cultures, and the different perspectives of the community...created and sustained a positive and safe school environment."

  • Developing & facilitating professional development
  • Building leadership capacity & collective efficacy
  • Instructional leadership & student achievement
  • Instructional technology & innovation
  • Executing School Innovation & Improvement Plans
  • Communication, collaboration, & public speaking
Administrator / Principal , 07/2012 - Current
Fairfax County Public Schools City, STATE,
  • Direct supervisor of over 90 employees to include administrators, teachers, support staff; leading a school community representing over 30 different languages spoken by our families
  • Knowledge of current research and best practices in instructional programming (literacy and math workshop, PBL, and more), methodological approaches, regulations, and monitoring and assessing student achievement
  • Developed and implemented annual professional development plans aligned with School Innovation Plans providing multiple access points to differentiate for adult learners (LMS, E-Learning, blended learning, unconference, job-embedded learning)
  • Provided leadership to ensure the fidelity of Tier 1 instruction with a focus on literacy and math workshops, in collaboration with the Teachers College Reading and Writing Project, Columbia University
  • Results (agree/strongly agree) from current employee and family engagement surveys: 97% - administrators support professional development of staff, 95% - their performance is assessed objectively, 96% - the school welcomes families of different backgrounds and cultures, 95% - the school is inviting and feels like a place I belong, 100% - staff taught me things that have helped me do my job better, 100% - feel safe at school
  • Mentored first year Principals as requested by supervisor and nominated as First Year Principal of the Year
  • Collaborated with Principal colleagues committed to implementing Lucy Calkins/TCRWP Reading & Writing Units of Study to develop and facilitate ongoing professional development opportunities for 300+ teachers
  • Endorsed shared leadership by facilitating Instructional Leadership Council and SIIP Committee meetings with emphasis on the Collaborative Learning Team cycle and refinement of actions and strategies
  • Planned, hosted 5-day TCRWP Summer Institutes to provide reading/writing professional development
  • Trained in Adaptive Schools, Breakthrough Coach, Blended Learning, Fierce Conversations, Cultural Proficiency, Responsive Classroom, Project-based Learning, and informally trained in Cognitive Coaching
  • Led facilitation of professional learning for Principals and staff to include: Cultural Responsiveness/Equity, Providing Growth Producing Feedback, Fierce Conversations, Moving Stuck Teams, Adaptive Schools
  • Leveraged 7 Norms of Collaboration and 4 Guiding Questions of a Professional Learning Community to support Collaborative Learning Teams (CLTs)
  • Provided same-day personalized feedback to teachers with coaching post-conferences after classroom observations with the use of an iPad app with specific look-fors aligned with school priorities and SIIP plan
  • Developed improved data dialogue protocols resulting in collective efficacy and a commitment to remediation and extension instructional plans to meet students by name and need (Tier 2 and 3 instruction)
  • Directed Collaborative Learning Visits (CLVs) for all certified staff, an FCPS best practices for teaching and learning with a focus on student engagement and professional development needs
  • Co-designed a Blended Learning Cohort and delivered in a blended environment
  • Previous two Assistant Principals thrived under my leadership and each accepted promotion to Principal
  • Created a PBL Lead Cohort which lead professional development for all staff resulting in the development of PBL Share Fair Google Website to ensure all students develop Portrait of a Graduate attributes
  • Recruited to serve on School Division's committee to evaluate and select the new online platform (LMS) for professional development and performance evaluations in collaboration with the Department of HR & IT
  • Provided leadership required to implement and sustain Responsive Classroom and Positivity Project initiatives to ensure a strong school community built on mutual respect, acceptance, and trust
  • Established Professional Development School status with George Mason University, hosting student teachers and collaborating with University Site Facilitator to achieve program goals
  • Funded math resource and instructional coach positions to build capacity in teachers, support CLTs, and provide targeted intervention and extension to students
  • Collaboratively planned, prioritized and strategically managed the school's budget
  • Implemented a long-term technology plan in collaboration with the SBTS and PTA to bring a 1:1 laptop ratio in grades 3-6 to support Blended Learning and technology integration across the school day
  • Leveraged several modes of communication formulating clear points of view on complicated issues and creating concise and well-written narratives consistently to ensure staff and community engagement with school to include a weekly digital newsletter, Twitter, Facebook, blog, website, email, in-person meetings
  • Created STEM lab, school garden where all students engaged in collaborative inquiry and experimental design
Assistant Principal (Title 1), 08/2011 - 06/2012
Prince William County Schools City, STATE,
  • Assessed teaching and support staff and delivered exemplary talent development and instructional leadership strategies to improve capabilities and testing outcomes
  • Initiated and monitored professional improvement plans; all with a focus on student achievement in conjunction with the social and emotional growth of each student
Assistant Principal (Title 1), 08/2007 - 06/2011
Dorchester School District Two City, STATE,
  • Evaluated staff performance through ADEPT – the South Carolina system for Assisting, Developing, and Evaluating Professional Teaching (including induction-level teachers)
  • Participated in faculty and data meetings, School Instructional Improvement Committee, Assistant Principal Leadership Academy, PTSO, School Advisory Committee, Effective School-wide Discipline Committee, and staff development through the Division (i.e. Building Leadership Capacity)
Master of Science: Education Administration, Expected in 12/2006
Wilkes University - Wilkes-barre, PA
Bachelor of Science: Elementary Education, Expected in 05/2002
Susquehanna University - Selinsgrove, PA
  • Administration & Supervision, PreK-12 & Elementary Education, PreK-6

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  • Susquehanna University

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